This paper reports on a qualitative research study exploring the socialisation experiences of immigrant secondary mathematics teachers practising in Australia. Teacher perception of differences in the ways their respective home and the Australian (host) cultures value aspects of mathematics teaching and learning was observed to lead to dissonance. Their negotiation about these differences highlighted the role played by personally-held values. Although each teacher participant adopts different approaches to mediate the different perceived value differences, the inclusive approaches of amalgamation and appropriation were most widely adopted. Implications towards optimising mathematics pedagogy, and towards meaningful professional support for mathematics teachers in transition, are suggested. (Contains 1 table.) [For complete proceedings, see ED496851.]